Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning

Autor/inn/en	Snyman, Marici; van den Berg, Geesje
Titel	Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning
Quelle	In: Journal of Continuing Higher Education, 70 (2022) 2, S.71-87 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Snyman, Marici) ORCID (van den Berg, Geesje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2020.1861577
Schlagwörter	Nontraditional Students; Prior Learning; Recognition (Achievement); College Admission; Graduate Study; Foreign Countries; Open Education; Distance Education; Student Evaluation; Student Experience; South Africa + Suchen Sie Ihr Suchwort? Vorkenntnisse; Soziale Anerkennung; Hochschulzugang; Hochschulzulassung; Zulassung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausland; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Schulnote; Studentische Bewertung; Studienerfahrung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this study is to report on the recognition of prior learning (RPL) experiences of students and academics in a graduate context at an open distance learning (ODL) institution. Although students and academics are the key participants in the RPL process for access to graduate studies, their experiences regarding the process, specifically in an ODL context, appear to be under-investigated, given the limited number of studies conducted at distance learning institutions. Within an interpretative paradigm, the study followed a qualitative approach. A case study design was used to collect data employing open-ended questionnaires for students and academics involved in reviewing the RPL application students. The study involved research participants who were directly involved in the RPL process. The findings revealed that, apart from granting them admission to graduate studies, RPL candidates benefited from the process on a personal and academic level. The key aspects of RPL, such as preparation of evidence for assessment, which is similar to those of sustainable assessment, contribute to students becoming aware of their learning potential. This research contributes in a manner that provides more insight into this important academic experience of nontraditional students. This study recommends that an RPL process be an empowering and quality student experience that aims not only to prepare them for RPL assessment but also for the context after access to graduate studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01